LGBT activists at a Christian university in California are demanding that the school remove clauses from its student conduct policy that they believe discriminate against LGBT individuals.

At a vigil held this week in support of former employee Mahesh Pradhan, who is suing the university for wrongful demotion and claims he was harassed and assaulted by colleagues who believed he was gay, a group of students delivered a letter to administrators at Azusa Pacific University that demanded four things, The San Gabriel Valley Tribune has reported.

The letter not only demanded a full investigation and action against the employees who allegedly harassed the former line chef but also demanded recognition of the LGBT student group Haven as an official university student group. The letter also demanded the "removal of clauses in the student handbook that discriminate against the LGBT students," and that the school institute campuswide LGBT training for its staff and incoming students.

Although students do not have to be Christian to attend APU, all students are expected to comply with " lifestyle expectations" outlined in the student handbook, the Undergraduate Catalog and "any additional policies related to living in the APU community," according to the school's website.

The school's Student Standards of Conduct bars students from doing such things as jaywalking and hazing to engaging in overnight stays with members of the opposite sex. In sticking with traditional Christian teachings, the school's policy also specifically bans same-sex relationships.

"Students may not engage in a romanticized same-sex relationship," section 9 of the policy states.

Additionally, section 11 of the policy states that "tudents may not engage in unmarried sexual behavior."

"The university only recognizes the marriage between a man and a woman," the document reads.

In a statement provided to the San Gabriel Valley Tribune, APU spokeswoman Rachel White explained that "APU adheres to a traditional definition of marriage."

"We are transparent about our belief," White was quoted as saying. "Each student must look at the university's values and decide if APU is the right place for them. It's an individual choice."

However, the lawyer for Pradhan argues that the policies outlined in the student handbook were directly related to the abuse that his client suffered. Attorney Arthur Kim argues that the policies violate the First Amendment to the United States Constitution.

"(APU is) an educational institution that is open to the public that interacts with the public and yet it insists on imposing its own specific religious beliefs on everyone whether or not they believe it," Kim said.

Erin Green, a senior at Azusa Pacific University who is a gay Christian, told the news outlet that she doesn't have "time for patience and for tolerance."

"I am asked oftentimes by Christian universities to be patient while the universities are trying to make progress in this area, but as a gay Christian, honestly, I don't think we have time for patience and for tolerance," Green said. "People's lives are at stake. If they aren't self harming or being harmed by others, they are dying on the inside."

APU, an institution with a motto that reads "God first," better outlines its beliefs on sexuality in an identity statement.

The identity statement explains that as an "evangelical community of disciples and scholars who embrace the historic Christian understanding of Scripture, Azusa Pacific University holds that sexuality is a gift from God and basic to human identity as well as a matter of behavioral expression."

"We hold that the full behavioral expression of sexuality is to take place within the context of a marriage covenant between a man and a woman and that individuals remain celibate outside of the bond of marriage," the statement reads. "Therefore, we seek to cultivate a community in which sexuality is embraced as God-given and good and where biblical standards of sexual behavior are upheld."

The identity statement also includes eight "foundational principles from the Bible."

As Christian conservative blogger Shane Vander Hart, the founder of the blog Caffeinated Thoughts, notes in a post, APU students are expected to sign a statement of agreement with the school's policies when they apply.

One question on the application asks if they agree to abide by student standards of conduct. Vander Hart argues that "no one forced those students to attend APU."

This is not the first time that LGBT activists and students have pressured a Christian college to capitulate on its statements and principles on sexuality and marriage.

"For those who ask 'how has gay marriage impacted you?' We can point to stories such as this. There are some who want to make us conform. Right now Christian colleges and universities are feeling the most heat, but it will not stop there," Vander Hart wrote. "Christian-based institutions must be allowed to retain their identity or else they cease to be Christian-based."

According to The San Gabriel Valley Tribune, Pradhan alleges that during his tenure at the school, he was called a "faggot" and even hit in the behind with a wooden paddle by his supervisor. Pradhan also accuses former colleagues of locking him in a freezer and cornering him in a restroom.

"He does not deserve harassment," Vander Hart assured. "If this happened, the school should follow its policies regarding such behavior (and they may have already)."

However, Vander Hart explains that if Pradhan's demotion was a result of him trying to impose his own values that contradict the school's principles, "they have every right to discipline him for that."

After hearing almost three hours of mostly negative public comments on Tuesday, Nevada’s Department of Education delayed passing a regulation outlining how school districts should treat gender diverse students.

A 2017 anti-bullying law requires districts to establish policies and training for school personnel addressing “the rights and needs of persons with diverse gender identities or expressions.” The Department of Education is responsible for developing a regulation for districts that includes some requirements for them to incorporate in their policies.

A large contingent of parents turned out Tuesday, filling the board room on Maryland Parkway and two on-site overflow rooms and attending via videoconferencing from Carson City. More than 50 speakers made public comments, with many telling State Superintendent Steve Canavero that forcing their children to comply with the regulation went against their Christian values.

“They are now going to be bullied because of my Christian beliefs,” said Sara Ramirez, who identified herself as a mother of public school students.

A number of parents also urged the state to wait until the Clark County School District completes ongoing work on its own transgender policy.

In part because of the outpouring of public comment and in part because of the county process, Canavero said he would not be moving the regulation forward to the state Legislative Commission for final approval.

‘We heard you’

“We heard you. We appreciate your voice,” Canavero said. “I also appreciate the manner in which folks expressed their beliefs. I think this should be an example of how we continue to move forward in this discussion.”

It was not immediately clear when the state will reconsider the regulation and whether it will make changes as a result of concerns voiced Tuesday.

The proposed regulation would require districts to allow students to have their preferred name used during graduation and other ceremonies; would allow students to pick the cap and gown combination appropriate to their gender identity; and would generally require districts to take steps to prevent discrimination, harassment, bullying and cyber-bullying of transgender students.

“The language is meant to support the safety and privacy of sex gender diverse students and their families,” said Amber Reid, a state Department of Education official who has worked on the policy.

Despite concerns raised by some speakers, the policy is not intended to punish students who use the wrong name or pronoun for students, Reid said. Many parents complained they had just found out about the meeting Monday and said many other parents had wanted to speak but weren’t able to make arrangements to attend.

Reid noted that the state also held a workshop on the policy in July.

Students speak

The majority of speakers were adults who identified either as parents or educators, but a few students came forward to voice their opinions.

Transgender student Kristina Hernandez said the policy is necessary.

“I would urge you to remember that without policies kids like me will continue to suffer in silence,” she said. Hernandez is a former Clark County School District student who said she is now home-schooled because of violence she suffered as a result of her gender identity.

But Erick Ruiz, a ninth-grade student at Odyssey Charter High School, said the policy would hurt students and hurt families.

“A boy is a boy and a girl is a girl. It does not promote moral values, rather it corrupts them,” he said.

Clark’s process

In the summer, Clark County School District created a working group to create a draft policy in response to the new law.

The district has five upcoming workshops on the policy, which many parents mentioned. The next meeting is Friday at Durango High School at 9:30 a.m. Meetings continue into the next week and the schedule can be found on CCSD’s website.

The district is also planning to conduct a survey on the policy as well, spokeswoman Kirsten Searer said.

After the public meetings, a recommendation will be made to Superintendent Pat Skorwkowsky who will then bring it to the School Board for a vote.

A Christian society in Canada has filed a lawsuit claiming it was punished by a school district for refusing to censor certain biblical references.

The Cornerstone Christian Society of Camrose and three parents of the Cornerstone Christian Academy are suing the Battle River School Division No. 31 after the school's agreement with the public school district was unilaterally terminated earlier this year.

The lawsuit, filed by the Justice Centre for Constitutional Freedoms, claims that the Society, which has had held a master agreement with the BRSD to serve as a Christian alternative program since 2009, lost its agreement in June after it initially refused to remove 1 Corinthians 6:9-11 from a revised academy "vision and purpose" document and scrub religious teachings that could be deemed offensive.

Although the school and BRSD had instituted a five-year agreement in 2015, when Cornerstone submitted its vision and purpose document in January 2017, the school was told by division officials that they must remove the biblical passage.

"[B]ased on the position of the Minister of Education and Alberta Education, we do not support leaving this reference in the document," the lawsuit quotes Imogene Walsh, BRSD assistant superintendent of business, as writing in an email to the school district on Jan. 30.The Corinthians passage states: "Neither the sexually immoral nor idolaters nor adulterers nor men who have sex with men, nor thieves nor the greedy nor drunkards nor slanderers nor swindlers will inherit the kingdom of God."

"The Verses reflect Evangelical religious beliefs that BRSD was well aware are foundational to Cornerstone's religious character," the lawsuit explains. "BRSD's request to remove the Verses was a profound interference with the religious character and religious freedoms of the Applicants, as well as the contractual agreement between the parties evidenced by the Master Agreement."

According to lawsuit, the master agreement states that BRSD recognizes that Cornerstone is "an educational setting which operates in accordance with the religious beliefs, core values."

The lawsuit also claims that Laurie Skori, then chair of BRSD Board of Trustees, told the school in an email in May that the concern is about "any actions, teachings or scripture that results in any student, staff member, parent or other stakeholder from being discriminated against based on any protected grounds."

"For example, any teachings that denigrate or vilify someone's sexual orientation, since that appears to be the focus, would not permit the school board to meet with its legal obligation," Skori wrote.

Although Cornerstone eventually agreed to remove the verse from the document in early June, the agreement was official terminated on June 29 and will be effective in June 2018.

"BRSD was not satisfied with the removal of the Verses. Ms. Skori wrote the same day in response to require Cornerstone to make a further concession: that it would not use any Scripture that 'could be considered inappropriate,'" the lawsuit explains.

In a statement, Justice Centre President John Carpay stated that the school district "acted out of anti-religious prejudice and ideological discrimination" and further argued that the district "lost sight of the best interests of the children."

According to the court application, the case will be heard on April 17 at a court in Wetaskiwin. The school is seeking a stay of the school district's decision.

"In attempting to censor the teaching of Biblical sexuality, and in attempting to prevent the Society from communication with staff and parents, BRSD breached its obligations under the Master Agreement, the School Act, the Alberta Bill of Rights and the Canadian Charter of Rights and Freedoms," Carpay added.

In June, Skori explained that the school district was "disappointed" with how Cornerstone went public with the school's request that offensive verses be removed, saying that the situation was turned into a "public spectacle."

"We are now at the center of a firestorm as a result of information distributed without our knowledge, by the Cornerstone Christian School Society board and their partner in this process, the Justice Centre for Constitutional Freedoms," Lori was quoted by CBC News as saying. "Hate mail is flowing, misinformation and fear-mongering are widespread. The Cornerstone society has compromised our reputation, risked our safety and broken our trust."

Skori also denied that the school district was trying to restrict religious teachings.

"The board does not want to get involved in things like that. I think it's up to the school to decide what things are appropriate or not," Skori stated.

The College Conspiracy Full Documentary - College Conspiracy is the most comprehensive documentary ever produced about higher education in the U.S. The film exposes the facts and truth about America's college education system. +++++ How To Get The Best Grades With The Least Amount Of Effort -http://goo.gl/tacw9X +++++

'College Conspiracy' was produced over a six-month period by NIA's team of expert Austrian economists with the help of thousands of NIA members who contributed their ideas and personal stories for the film. NIA believes the U.S. college education system is a scam that turns vulnerable young Americans into debt slaves for life.

Keep in mind Kaiser, the CDC, and NIH have created this porn to be shown to OUR kids. We recommend you search and verify, for yourselves, that the CDC is Rothschild coordinated, and Kaiser is Rockefeller. Consider unschooling your kids

Probation competed for and won a $2.145 million Justice Assistance Grant (JAG) to provide case management services to K-12 students experiencing school attendance problems and their families. The JAG grant provides $715,000 per year for three years to fund the Keeping Kids In School (KKIS) Project. KKIS is part of a larger countywide school success framework, consistent with the Board of Supervisors’ priority of ongoing investment in education, and supported by a broad group of stakeholders collaborating to improve connection to school in Sonoma County.The Truancy Problem

Research shows that truancy has a complex set of causes, and can be just one of many problems a student or family is facing. It has far-reaching consequences that affect students, families, schools and communities. Illustrating the direct financial impact truancy has on school districts, according to the California Attorney General, in Sonoma County a total of $9.1 million of state revenue was lost due to absenteeism during the 2012/13 school year, or about $171 per student. The long-term outcomes of truancy are even more extreme, mounting huge societal expenses from low educational and occupational attainment, poverty, social service and justice system involvement, poor health, increased crime and victimization, and foregone tax revenues.

This link starts the video at item 26 - "Keeping Kids in School" and is VERY DISTURBING. This proceeding clearly demonstrates Education is a MARKET based on revenue, and the individual attendance of "each" child. Attendance data collecting on each child/parent will soon become closely monitored to prevent lost revenue for the school districts in the future. . .http://sonoma-county.granicus.com/MediaPlayer.php?view_id=2&clip_id=481…

The archive video, as shown above, can also be found on Sonoma County CA Board of Supervisors Meeting on 4/14/15 and you will see the meeting archive and the video of the meeting. The video on item 26 starts at 1:14:30 through 2:00:55 . . .

Item No. 26 - Keeping Kids in School a federally grant funded program . . . Everyone MUST listen to the plans being hatched, right now, to STOP absenteeism - which represents $9.1 million in lost annual revenue for the schools due to truancy.

“We have a practice of if a topic is considered sensitive, parents should be informed,” superintendent Allyn Hutton told SeaCoastOnline.com.

“In this situation, that didn’t happen. The whole culture at Mitchell School is about teaching tolerance and respect. The people presenting the lesson thought (the book) was one more piece of teaching that lesson.

SCHOOL - Johnny's email from his Teacher to his Parents and SEX ED - "Nightmare on Puberty St." a Play Dear Parents of Johnny,

I wanted to let you know about a couple of changes that I have made in the classroom regarding your child recently.

The first thing is that I decided to move him to a desk in the back of the room. He has been more disruptive than usual lately, and it is affecting the students who sit next to him. He has been waiting all year to sit toward the front of the class, and I moved him up there a few weeks ago. He's really struggling with self control, and having him in the front has just proven to be too distracting. We tried it out, and it just wasn't a good spot for him. I wish it were different.

Another thing is, I have removed Johnny from book club. There are a couple of reasons for this.

One, I am constantly having to redirect him while his group is meeting. He does not take the time set aside to meet with his group seriously and makes it difficult for the group to get things done.

Secondly - Another reason for this decision to remove him from book club - is that there has been a "parent complaint" that Johnny is discussing very inappropriate things of a sexual nature while meeting in these book clubs, and making a particular student very uncomfortable. I spoke with Johnny about this, assuring him that I was not accusing him of anything, but just advising him to be very careful about the things he says to people, especially girls. I did tell him that if there were any more complaints, there could be some "serious" consequences. This could include losing end of the year privileges such as the 6th grade party.

You know I am rooting for Johnny, and I want him to be with us for all of the special events coming up. If you could have a chat with him regarding what is appropriate to discuss with classmates and what is not, I would appreciate it.

Sex education continues throughout the year, incorporating updated information as it becomes available from the Center for Disease Control and Prevention, National Institutes of Health, the Kaiser Family Foundation, and health care providers.

Grandparent's comment: this is porn inserted into the school curriculum by Rothschild and Rockefeller. The CDC and Kaiser Foundation are controlled by the international bankers who are bringing deviant sex, MKULTRA - Mind Control Programs and drugs into federal education institutions, called schools, that are teaching, falsified history, false global warming science, common core math, creating massive individual data ID's on each child, and children are using wireless laptops that are damaging and causing DNA breakage - leading to illness, infertility and death. Schools are incorporated, a business that is revenue based and categorize children as value added, a human resource that has a defined economic value . . Education is a Market and our children are being brainwashed, manipulated and ultimately not prepared for the REALITY they will face when they graduate. School = Weapons of Mass Indoctrination.

Getting vaccinated will feel only like a pinch, the U.S. surgeon general assured Sesame Street's "Elmo" character last week. The California measles outbreak is officially over, but Surgeon General Vivek Murthy urged Elmo to get vaccinated in a video released by the Obama administration Friday.

In early 2014, the Department of Defense Sexual Assault Prevention and Response Office asked the RAND National Defense Research Institute to conduct an independent assessment of the rates of sexual assault, sexual harassment, and gender discrimination in the military — an assessment last conducted in 2012 by the Department of Defense using the Workplace and Gender Relations Survey of Active Duty Members. The resulting RAND Military Workplace Study invited close to 560,000 U.S. service members to participate in a survey fielded in August and September of 2014. This volume presents results from this survey for active- and reserve-component service members in the Army, Navy, Air Force, and Marine Corps. It includes estimates of the number of service members who experienced sexual assault, sexual harassment, or gender discrimination in the past year, as well as detailed information about the characteristics of those incidents, decisions to report, and experiences with response and legal systems for both male and female service members. It also describes service members' beliefs and attitudes about these problems.

SEX ED - in FIRST GRADE Students in Ontario will start sex-ed classes in FIRST GRADE and will be taught about same-sex relationships in third grade Ontario's updated sex education curriculum will impact students from first through 12th grades

Issue of consent will be addressed with first grade students

Some parents say the new curriculum introduces material at too young an age including - sexting in Grade 4

In Grade 7 - age 12 and 13 - information about sexually transmitted diseases and oral and anal sex will be discussed

This is the first time the curriculum has been updated since 1994, long before the invention of the smartphone and legalized gay marriage

DEBATE - NO! You are watching a DELPHI meeting at the school board . . . and data collection.

This is indoctrination by incrementally introducing the question of fluoride to the school board members for consideration.

The district school boards are incorporated and do not serve us or our children, of course, the fluoride issue is being advanced in the schools and the county wants the schools to support fluoride. .

What we are seeing is the data collection of teachers and school board members that support or refuse fluoride. Those who question fluoride will be confronted and manipulated through their paychecks or eliminated from teaching. The Sonoma County Board of Supervisors requested the school boards opinion on the Fluoride issue. Keep in mind the county board of supervisors voted unanimously to move forward with reviewing the feasibility of fluoridating the municipal water supply . .

Even the topic of immunization is being raised in this school board meeting!

We are the principals of your children’s schools. We serve communities in every corner of New York State — from Niagara County to Clinton, Chautauqua to Suffolk. We come from every size and type of school, with students from every background. We thank you for sharing your children with us and for entrusting us to ensure that they acquire the skills and knowledge they need to achieve their dreams and your hopes for them.

This year, many of your children experienced the first administration of the newly revised New York State Assessments. You may have heard that teachers, administrators, and parents are questioning the validity of these tests. As dedicated administrators, we have carefully observed the testing process and have learned a great deal about these tests and their impact. We care deeply about your children and their learning and want to share with you what we know — and what we do not know — about these new state assessments.

Here’s what we know:

1) NYS Testing Has Increased Dramatically: We know that our students are spending more time taking State tests than ever before. Since 2010, the amount of time spent on average taking the 3-­‐8 ELA and Math tests has increased by a whopping 128%! The increase has been particularly hard on our younger students, with third graders seeing an increase of 163%! 2) The Tests were Too Long: We know that many students were unable to complete the tests in the allotted time. Not only were the tests lengthy and challenging, but embedded field test questions extended the length of the tests and caused mental exhaustion, often before students reached the questions that counted toward their scores. For our Special Education students who receive additional time, these tests have become more a measure of endurance than anything else. 3) Ambiguous Questions Appeared throughout the Exams: We know that many teachers and principals could not agree on the correct answers to ambiguous questions in both ELA and Math. In some schools, identical passages and questions appeared on more than one test and at more than one grade level. One school reported that on one day of the ELA Assessment, the same passage with identical questions was included in the third, fourth AND fifth grade ELA Assessments. 4) Children have Reacted Viscerally to the Tests: We know that many children cried during or after testing, and others vomited or lost control of their bowels or bladders. Others simply gave up. One teacher reported that a student kept banging his head on the desk, and wrote, “This is too hard,” and “I can’t do this,” throughout his test booklet. 5) The Low Passing Rate was Predicted: We know that in his “Implementation of the Common Core Learning Standards” memo of March 2013, Deputy Commissioner Slentz stated that proficiency scores (i.e., passing rate) on the new assessments would range between 30%-­‐37% statewide. When scores were released in August 2013, the statewide proficiency rate was announced as 31%. NOTE: Open the link above to read the entire letter . . . This is a result of the NEW Common Core Curriculum . . .

Camera footage of the school’s cafeteria and witness reports, however, tell a different story.

“A sheriff’s deputy who reviewed camera footage of the incident wrote in an arrest report that as the student walked by Lemelle in the school’s cafeteria, she could be seen kicking him in the rear,” according to The Advocate.

“The video also showed her slapping the boy on the back of the head, the deputy wrote.”

Prior to the incident, witnesses said Lemelle yelled at the student “in a loud and degrading manner because he was not walking like he was supposed to,” and held the child back from the lunch line until his classmates received their food, according to the police report.

When the student returned with his lunch, Lemelle allegedly made the child sit by himself, then took some of his food, telling him “he only needed one taco,” the news site reports.

The student recounted the same story when interviewed by Child Advocacy Services, according to the West Feliciana Parish Sheriff’s Office.

Increasing computing power, growing access to the Internet and ‘Big Data’ will have a transformative effect on education, with an increasing blurring between online and offline learning. Education levels will continue to rise across the globe and for both sexes. At the same time, educational institutions will face a series of major challenges, including facilitating smoother transitions from education to work and encouraging lifelong learning to ensure the workforce can adapt to a changing job "market". These pressures will force educational institutions to provide more informal, distance and personalised learning. There will be a growing emphasis on the transferability and constant upgrading of qualifications, as well as a shift towards more personalised forms of "assessment" that use a range of technologies to "trace" the paths of "individual learners".

Technology’s impact on education and skills

Significantly increased computing power will be available on demand at greatly reduced cost over the next three decades. Teachers will have access to vast quantities of data, and will have the facility to command the flow of information and learning in their classrooms by controlling the exercises, simulations and games, in which their students participate, at the touch of a button. Books will be more widely available online – as e-book technologies evolve. As ‘Big Data’ changes our understanding of the world, developing data analysis and computing skills will become increasingly central. For example, social science students are likely to increasingly examine social phenomena using computer models and data rather than just fieldwork. As school teaching becomes more online and software-based in nature, existing educational inequalities could be exacerbated, as not everyone is likely to have the same level of digital access. However, online learning will continue to make education more accessible, particularly for people who are geographically isolated.

Education courses, particularly at university level, will depend increasingly on the Internet, with some delivered exclusively, or almost exclusively, online. Digitally-delivered education will provide increasing personalisation, with students able to customise when, where and how they learn. While face-to-face teaching in the classroom is unlikely to disappear, it will become increasingly focussed on simulation, interactive games and debate rather than traditional classroom-based learning. Teachers’ primary roles are likely to become that of learning adviser, helping students navigate their own education rather than providing it all themselves.Part1 Facer, K. (2011), ‘Learning Futures: Education, Technology and Social Change’; Sharples, M. et al. (2012), ‘Innovating Pedagogy 2012’; Stoyanov, S. et al. (2010), ‘Mapping Major Changes to Education and Training in 2025’

The capacity to manage and mobilise social networks will be an increasingly important skill-set to possess, with growing demands on educators and employers to build this capacity. Research shows that people learn best with, and from, others. Therefore, as social networking evolves, there may be more collaborative learning, with online networks offering real- time discussion and virtual classrooms.

The ‘Internet of Things’ will allow data from the classroom to be used for "continuous" performance management. Networked devices will combine with cheap data storage to open up new accountability, scrutiny and "reporting" practices. New tools will permit students to share comments about their education in public forums, opening up new ways of holding teachers to account. Students and teachers will feel increasingly scrutinised, with some positive benefits – such as detailed, sophisticated and real-time feedback on performance – and many negatives, such as a decline in social skills. Already sites like ‘RateMyTeachers’ are beginning to challenge old power relationships and underpin new ones, and they will become even more widely used in new and sophisticated ways.

Restructuring traditional education systems

As research reveals more about the psychology of education, so learning will be increasingly packaged in a way that blends the formal with the informal. Line managers in the workplace will take on increasing responsibilities as ‘learning advisers’ for their staff and, as workplace learning and development becomes more ongoing, social and informal, organisations will run extensive programmes of coaching and mentoring as a core element of their learning and development programme. As informal and social learning grow in importance, individuals will increasingly look for ways for this learning to be recognised or accredited to demonstrate their value in the marketplace.

Educational institutions will be increasingly organised (and classes brought together) on the basis of 'common' knowledge, skills and preferred learning and teaching styles rather than (just) age. Educational programmes will include elements dedicated to developing students’ skills in learning. Research highlighting the importance of creativity in underpinning academic and business success will stimulate a new focus on developing students’ creative skills at school and university. Cognitive testing will have developed to such an extent that its results replace qualifications and experience assessment as the major element in the recruitment process. It is possible that, by 2045, hiring decisions will become (almost) entirely based on cognitive tests rather than qualification levels.page89image26848Part1

As the future workforce, in developed countries, is recruited increasingly from an older population, so the need for an improved lifelong training and education system will increase. Educational providers may aim short and online courses at lifelong learners, and sabbaticals could become increasingly popular as a means of refreshing one’s learning in a fast-paced world. Educational entrepreneurs will recognise that there is a huge market among middle-aged people wanting to upgrade their knowledge and older people wanting to pursue second careers. Simultaneously, as the world’s population ages, and as education becomes more informal and less institutionally based, so the family home could become a more critical educational space. As opportunities for education increasingly occur at home, away from the classroom, so grandparents and great-grandparents could be more crucial to its delivery.

As older people mix work and care later in life, they may become partners in learning alongside their own children and grandchildren. It is already common to find grandchildren acting as teachers for grandparents to introduce them to digital technology, and other precedents can be found in the roles played by younger children in citizenship education and 'adjusting' older family members following migration. As the twenty-first century nears its mid-point, educational institutions will become cross- generational hubs of learning, with older family members actively involved in passing on their learning to the younger generations and, in turn, picking up new ideas and skills from them.

The global education marketplace

Institutions in Europe, Northern America and Australia will increasingly 'run' their highest quality programmes from campuses in developing countries, as well as introducing more distance-learning courses. As more people learn outside their country of origin, and migrate to pursue careers, it is likely that there will be a drive to standardise qualifications at the global level. Even if a common global curriculum is not universally pursued at secondary school level – as an extension and expansion of the International Baccalaureate, for example – it is probable that qualifications will be defined as part of a common global system. Across the developed world, many schools will be increasingly run (or at least sponsored) by 'powerful corporate' organisations or by parent groups. There may be much-reduced government oversight and involvement.

Educational inequalities

Global gender gaps at the primary school level will have largely disappeared by 2045, although girls are likely to remain under-educated in many of the world’s most intractably poor countries. This trend is likely to be strongly evident in those countries where cultural and religious factors (such as some interpretations of Islam) constrain women from taking part in education and the economy.

Access to education could also become more polarised, depending on wealth or ability to pay. Students will be separated into vocational and academic streams from a young age. As 'corporate' involvement in education grows it will encourage children’s entry to one or other stream at even earlier ages, as corporations and organisations (including the armed forces) seek to identify – and train accordingly – the strongest future performers.

The average level of educational attainment will rise, shrinking the gap between developing and more developed countries. Countries like Bangladesh, India, Pakistan and Nigeria are projected to raise the average years of schooling of their workforce by about three years over the next three decades. However, the average number of years spent in full-time education will remain at current levels in well-educated workforces. In more advanced developing countries, women’s participation in formal education is likely to increase considerably. By 2045, it is possible that a majority of the world’s children will have had a university or higher-level education.63

Defence and security implications

■■ Global education levels will increase, but educational inequalities will probably persist, entrenching social discontentment and allowing youth disaffection to continue. ■■ In the new education and training mix facilitated by employers, online and virtual blended learning are likely to predominate, though formal face-to-face learning is unlikely to die out completely. ■■ Some countries may begin to educate and train children assessed as having the potential to succeed in specific careers (including in the armed forces) from a very young age.. Machines, jobs and education

Machines will take over certain jobs from people, with developments in artificial intelligence (AI) ultimately meaning that education will focus on those (few) areas of human thought and activity that machines are unable to deliver efficiently. This means that education will play an important role in enhancing people’s ability to develop new ideas, to interact empathetically with other people and to take responsibility – all things that it is difficult to envisage machines doing . . .

CAUTION: This is an INCREDIBLY graphic interview with children involved in satanic ritual abuse. This is real and happens much MORE than people are willing to even partially admit to even themselves. but this NEEDS to be looked at. You cannot bury your head in the sand anymore, you are either helping change this or you are part of the problem. Looking away and doing nothing is just as bad as doing these things yourself. Educate yourselves and get active. End slavery . . . This young Russian-British boy and girl describe serial rape​, and worse, by their teachers and other community leaders. Medical tests confirmed that these kids were being abused. British authorities then stole the children from the Russian mother (who was NOT part of the group child abuse)

Parents of 13- and 14-year-old students at Acalanes High School in California were shocked to discover that not only had their children taken part in a sexual education class taught by Planned Parenthood, but it covered far more than they were told in advance. A few of the most upsetting “lessons”: Using a “Genderbread Person,” students were taught they could choose their gender, rather than it being assigned at birth. Using a “Are You Ready for Sex” checklist, the students were taught how to prepare for sex. This included questions about condoms and water-based lubricant. Using a “Making Consent Clear” sheet, students were taught how to get “clear consent” by saying things like “Do you want to go back to my place?” and “Is it okay if I take off my pants?”

SITE SMART is a project at Delaware Technical & Community College that aims to increase students’ scientific and professional skills, to better prepare them for transfer to a four-year institution or for entering the workforce. The main goal of year one was to increase student engagement and retention by developing a sustainable undergraduate research program in the Biology and Chemistry Department.

Led by Gates and the usual suspects, GAVI’s mission is to “guarantee equal access to vaccines.” Since forty-three percent of GAVI vaccines are produced by pharmaceutical companies based in emerging markets, GAVI’s business model is designed not to save lives, but to increase business for the vaccine industry in countries not yet affected by pharmaceutical weapons.

To understand GAVI’s true objectives, consider Gates’ stated objectives: “The world today has 6.8 billion people. That’s headed up to about 9 billion. Now if we do a really great job on new vaccines, health care, reproductive health services, we lower that by perhaps 10 or 15 percent…” (680 million ~ ONE BILLION people)

How exactly does one save lives by eliminating a billion people?

Gates’ apologists’ claim that “If you lower childhood mortality, people have less kids and the rate goes down” – down to something presumably closer to the UN-approved 2.2 offspring per household. But aside from Bill and Melinda Gates, it’s hard to imagine three billion couples chatting about child mortality and Haemophilus influenzae virus type b when Cupid strikes.

As the vaccine industry’s top cheerleader, Gates isn’t expected to consider the virtues and cultures that value children more than progressive Western cultures, where sterilization, contraception, vaccines and abortion are projected to exterminate the French, Italians and the English by the end of this century. But rather than encouraging the French to produce more children, Western countries facing extinction appear to be using vaccines to level the playing field by killing tomorrow’s enemies and economic competitors before conception.

SEX EDUCATION - Parents angry after school tells 13-year-olds they can have sex, choose gender Students at one northern California high school are learning more than just the birds and the bees. Along with local area groups, some parents are irate that their children’s sex ed class at Acalanes High School in Lafayette is being taught by employees of Planned Parenthood without their prior knowledge. They are also fuming over the methods and materials being used, including a checklist that asks students if they are “ready for sex” and another worksheet that describes how to give and obtain consent, as well as a diagram that uses a "genderbread" person for lessons in gender identity.

Mind reading and control of politicians and children and university professors and programs funded by the Mitre Corporation (CIA) - Absolute Return on Kids being a UK programme of Eugenics in Schools now implemented in the USA as of 2006 using charter Schools and "no child left behind" really meaning all children are left behind and turned into a " human resource" using torture and abuse with fascist mind control space satellite and terestrial cell tower weapon systems of mass destruction.

Contributions comprise direct contributions already received by Gavi from donors, contributions made to IFFIm and the AMC donor contributions to the World Bank. All 2000-2013 direct, Matching Fund, and AMC contributions are recorded in US dollars at the actual exchange rates for the day of cash received. All 2014-2033 direct, Matching Fund, and AMC pledges are expressed in US dollars at 30 September 2014 exchange rates.

ARK is an international organisation whose purpose is to "transform" children’s lives. Originally set up by leaders of the alternative investment industry; ARK delivers high social return on philanthropy, leveraging intellectual, financial and political investment. ARK is headquartered in the UK.

Digital Library with Formative Assessment Practices and Professional Learning Resources for Educators

THIS PROPOSAL CONTAINS CERTAIN CONFIDENTIAL AND/OR PROPRIETARY INFORMATION OF WIRELESS GENERATION THAT IS EXEMPT FROM PUBLIC DISCLOSURE. SUCH INFORMATION SHOULD NOT BE USED FOR ANY PURPOSE OTHER THAN THE EVALUATION OF THIS PROPOSAL, NOR SHOULD IT BE DISCLOSED TO ANY THIRD PARTY, EXCEPT TO THE EXTENT REQUIRED BY APPLICABLE LAW.

First, it is important to note Immunization is NOT the same as Vaccination . . tricking the public with words is a good start in the deception when using toxins to inject into our children, read the inserts . . . and watch the YouTube "Lethal Injection" . . .

Use of Data Collection on various doctors Immunization rates, Review Goals to 'Sustain' Immunization rates, Incentives/Bribes, Teamwork/Bullying, publicize immunization efforts in a newsletter (Shame'em), Provide funding for other rewards for provider staff (More Bribes), Small tokens of appreciation, Hand-out resource materials (indoctrination/propaganda), Send out reminder notices to patients (Harasses), Compete with other doctors to increase immunizations, and compete with other states, Motivate/Educate (Indoctrinate), make use of electronic newsletters to get information out, (more Harassment), site reason of deficiencies, report patient subsets, use data collected from an immunization registry, use and report data collected during an office visit for further analysis (Yikes - FURTHER ANALYSIS), Use studies of private pediatricians to document improvements in immunization rates, increase number in the adult population assessments, Data collecting and Record keeping are vital, Immunization records should meet ALL legal requirements. ___________________________________________________

Vaccine-preventable disease rates in the United States are at very low levels. In 2009, only 71 cases of measles, 3 cases of rubella, no cases of diphtheria, 18 cases of tetanus, and no wild-type polio were reported to CDC. Given these immuni- zation successes, one might question the continued interest in strategies to increase immunization levels.

Immunization levels are a better indicator for determining if there is a problem with immu- nization delivery, and this chapter will focus on increasing immunization levels and the strategies healthcare providers can use to do this.

Specific concerns about U.S. immunization levels and areas for further study include the following: Childhood immunization rates are still suboptimal. In 2009, for example, only 85.7% of children 19 to 35 months of age had received four doses of DTaP vaccine.

For other age groups, immunization rates are considerably lower than those for early childhood. According to Behavior Risk Factor Surveillance System data from 2005, a median of only 65.5% of persons 65 years of age and older received the influenza vaccine in the past 12 months, and 65.7% had ever received pneumococcal vaccine.

Economic and racial disparities exist. Low-income and minority children and adults are at greater risk for underim- munization. “Pockets of need” exist in our nation’s inner cities.

Cost-effectiveness needs more research. More research is needed regarding which strategies increase immunization levels with the least expenditure so these strategies can be prioritized.

Sustainable systems for vaccinating children, adolescents, and adults must be developed. High immunization rates cannot rest upon one-time or short-term efforts. Greater understanding of strategies to increase and sustain immuni- zation levels is necessary in order to create lasting, effective immunization delivery systems.

Many strategies have been used to increase immunizations. Some, such as school entry laws, have effectively increased demand for vaccines, but the effectiveness of other strate- gies (e.g., advertising) is less well documented. Some proven strategies (e.g., reducing costs, linking immunization to Women Infants and Children (WIC) services, home visiting) are well suited to increasing rates among specific populations, such as persons with low access to immunization services.

The AFIX Approach

The CDC, through state and other grantees, administers a program designed to move healthcare personnel from a state of unawareness about the problem of low immunization rates in their practice to one in which they are knowledgeable, concerned, motivated to change their immunization practices and capable of sustaining new behaviors. The acronym used for this approach is AFIX: Assessment of the immunization coverage of public and private providers, Feedback of diagnostic information to improve service delivery, Incentives to motivate providers to change immunization practices or recognition of improved or high performance, and eXchange of information among providers. First conceived by the Georgia Division of Public Health, AFIX is now being used nationwide with both public and private immunization providers and is recommended by governmental and nongovernmental vaccine programs and medical professional societies.

AFIX - Blend of advanced technology and personal interaction . . .

First, AFIX focuses on outcomes. It starts with an assessment, producing an estimate of immunization coverage levels in a provider’s office, and these data help to identify specific actions to take in order to remedy deficiencies. Outcomes are easily measurable. Second, AFIX focuses on providers, those who are key to increasing immunization rates. AFIX requires no governmental policy changes, nor does it attempt to persuade clients to be vaccinated, but instead focuses on changing healthcare provider behavior. Third, AFIX, when used successfully, is a unique blend of advanced technology and personal interaction. Much of the AFIX process can be done electronically, increasing speed and accuracy of assessment and feedback and streamlining reporting. However, the personal skills of the assessor and that person’s ability to establish rapport with and motivate a provider are critical to achieving lasting results.

CDC has developed a software program, CoCASA, that enables assessment to be done electronically, is flexible enough to accommodate whatever assessment parameters are desired, and provides results that can be printed immediately. This program will be described further in the section, “AFIX Tools and Training.”

Incentives -

Incentives are extremely variable. No one thing will be effective for every provider, and a single provider may need different types of motivation at different stages of progress. Things like small tokens of appreciation and providing resource materials at meetings have helped providers approach their task positively and create an atmosphere

of teamwork, but longer-term goals must be considered as well. Since the effort to raise immunization rates may involve an increase in duties for staff, offering assistance in reviewing records or sending reminder notices might more directly address a provider’s needs. Incentives pose a challenge to the creativity of the program representative but also offer the opportunity to try new ideas.

Finally, incentives are opportunities for partnerships and collaboration. Professional organizations or businesses have been solicited to publicize the immunization efforts in a newsletter or provide funding for other rewards for provider staff. Many other types of collaboration are possible; these also have the benefit of increasing awareness of immuniza- tion among diverse groups.

VFC–AFIX Initiative

In the last several years, responsibility for immunization

has largely shifted from public health departments to private providers, who now vaccinate nearly 80% of children in the United States. Many of these providers participatein the Vaccines for Children (VFC) program, a federal program whereby funding is provided for state and other immunization programs to purchase vaccines and make them available at no cost to children who meet income eligibility requirements. Because immunization program staff make periodic quality assurance site visits to VFC providers, CDC launched an initiative in 2000 to link some AFIX and VFC activities and incorporate AFIX activities during VFC provider site visits. VFC program staff are encouraged to promote the AFIX approach and, if possible, to combine VFC and AFIX site visits. This reduces the number of visits to a single provider and helps avoid duplication of staff time and effort. In addition, it increases the emphasis on overall quality improvement for a provider rather than meeting the requirements of a single program.

CoCASA can provide immediate results of the assessment, supplying the reviewer with the information needed for use in the feedback session and noting areas that need further follow-up. CoCASA saves the reviewer time and provides various analysis options.

CoCASA reports provide estimates of immunization coverage levels and potential reasons for the coverage level, such as missed opportunities for immunization and patients who did not return to finish the immunization series. The program can generate reports on specific sets of patients, such as those mentioned. Data from an immunization registry or patient management system can be imported into CoCASA, and data collected during the visit can be exported for further analysis.

Immunization Information Systems (IIS)

Many recordkeeping tasks, as well as patient reminder/ recall activities, can be greatly simplified by participationin a population-based immunization information system (IIS), also known as an immunization registry. An IIS is a computerized information system that contains information about the immunization status of each child in a given geographic area (e.g., a state). In some areas, an IIS is linked to a child’s complete medical record. An IIS provides a single data source for all community immunization providers, enabling access to records of children receiving vaccinations at multiple providers. It provides a reliable immunization history for every enrolled child and can also produce accurate immunization records, if needed for school or summer camp entry.

A goal of Healthy People 2020 is to increase to 95% the proportion of children younger than 6 years of age who participate in fully operational, population-based immuniza- tion registries. In 2009, approximately 77% of children in this age-group met this participation goal. Federal, state and local public health agencies are continuing their efforts to improve the registries themselves and to increase participation by immunization providers. Registries are a key to increasing and maintaining immunization levels and provide benefits for providers, patients, and state and federal immunization program personnel. More informa- tion about immunization registries is available on the CDC Vaccines and Immunization website at http://www.cdc.gov/ vaccines/programs/iis/default.htm.

Psychological barriers to health care are often more subtle but may be just as important. Unpleasant experiences (e.g., fear of immunizations, being criticized for previously missed appointments, or difficulty leaving work for a clinic appoint- ment) may lead clients to postpone receiving needed vacci- nations. Concerns about vaccine safety are also preventing some parents from having their children immunized. Overcoming such barriers calls for both knowledge and interpersonal skills on the part of the provider—knowledge of vaccines and updated recommendations and of reliable sources to direct patients to find accurate information, and skills to deal with fears and misconceptions and to provide a supportive and encouraging environment for patients.

All Black Sabbath, all the time. I was at a meeting at a Fortune 500 corporation, discussing virtual reality with the head of their research division. Without warning at our 8am meeting she showed me two devices which were designed for “teledildonics”—virtual sex between two people who are not in the same physical place. We examined and discussed two “his and her” devices in which people can intimately touch one another over the Internet.

Project MKULTRA the CIA's Program of Research in Behavioral Modification Please download the 173 page US Senate report on the CIA using behavior control. Project MKUltra -The CIA's program of research in Behavioral Modification. Joint Hearing Committee on Intelligence Subcommittee on Health and Scientific Research. Committee Human Resources United States Senate Ninety Fifth Congress First Session August 3, 1977 US govt Printing Office Washington 96-408 0 DC 1977.

The ones who destroy the family and corrupt the soul of your children - Ceux qui détruisent la famille et qui corrompent l'âme de vos enfants

http://www.parareligion.ch/2009/secret/secrets.htm

Traduction Google

http://www.parareligion.ch/2009/secret/secrets.htm

THE JESUIT ILLUMINATI

Contrary to popular belief, the illuminati existed in Spain in the 1500’s. The illuminati did have a revival and restructuring in the 1700’s through Adam Weishaupt though. The second revival and restructure of the illuminati came through Theodore Reuss in Munich and then in England. The illuminati existed in Spain in the 1500’s and was officially known in Spain as “The Alumbrados” (Spanish pronunciation: [alumˈbɾaðos], Illuminated). The Alumbrados were known to be involved in mystical spiritual ideology, which is what the present illuminati occult groups advertise themselves to be. All the illuminati front groups that work as door ways into the illuminati for new recruits, advertise themselves as mystical spiritual occult groups, however as you progress further in the organization, they eventually lead you into a combination of hardcore Luciferianism and Satanism. Some groups such as the Ordo Templi Orientis (OTO) have levels which are known as the illuminati levels. Los Alumbrados had Gnostic and Babylonian Origins, very similar to Crowley’s OTO that has relations to the Gnostic church and Gnostic Mass etc. When analyzing the Spanish Alumbrados, one immediately observes the similarity of this group, to the present day illuminati, which is made up of the OTO and the various interlocking Satanic/Luciferian groups. When one does the research, its clear the illuminati has been led since the 1500’s by Jesuit Priests and Satanists operating in high level Vatican offices.https://reptiliandimension.wordpress.com/2014/06/08/the-jesuit-order-expose…

Disney is a place many families go every year, and many familys watch the channel and the movies. This is what disney was busy teaching millennials about in the 80's when their parents weren't paying attention.

‘Black Panther’ continues to break box office records and the film’s characters have now been brought down to a pint size level thanks to Inside Edition. At Toddlewood Studios in New York, makeup artists used the movie poster as a guide and transformed little children into the now iconic on-screen characters. Photographer Tricia Messeroux was up to the challenge and could not wait to make a younger replica of the movie poster.

NASHVILLE. Feb. 27, 2018 /Christian Newswire/ -- Christian media group SAT-7 (www.sat7usa.org) is marking a major milestone at "Proclaim 18," the 75th annual National Religious Broadcasters (NRB) Convention—a decade of children's broadcasting in the Middle East and North Africa, where churches may be outlawed and sharing the gospel openly is widely restricted.

Photo: SAT-7 KIDS is marking 10 years of impacting the spiritual lives of millions of children in the Middle East and North Africa, through Christian programming that reaches homes in places where sharing the gospel openly is often restricted.

Over the past 10 years, SAT-7 KIDS has built up a regular viewership of more than 4.5 million across the region, sharing Christ's love and promoting peace through a wide range of Arabic language programming aiming to present the good news, strengthen the church and prevent radicalization. Viewers tune in from every country, with the largest audience in Egypt, then Syria, Morocco and Yemen.

The impact can be traced through the feedback of viewers like the mother of two young boys in Iraq. "Through your programs, they learned to read a Bible story with me every night before going to bed," she said. Parents from non-Christian backgrounds regularly thank the network for its positive children's programming.

With studios in Cyprus, Lebanon, and Egypt, SAT-7 KIDS presents the good news 24/7 through dramas, talk shows, cartoons, quiz and talent shows, music videos, live call-ins and worship programs. In addition, the network offers a daily on-air complimentary school (Arabic, English, mathematics, science) to help some of the region's many displaced young refugee viewers keep up with their education.

"It's a blessing that we have been able to impact children's spiritual lives, helping them to know God's love, understand his word, pray for his peace, and seek his forgiveness," says SAT-7 Chief Channels Officer and Deputy CEO, Rita El Mounayer.

"Many of these children now have an unfailing hope in God with which to face their futures, and are equipped to change the face of the Middle East, applying what they have learned from our screen and sharing it with their families, neighbors and friends."

Children's programming has been an important part of SAT-7's broadcasts since its launch in 1996. But with almost a third of those living in the region estimated to be aged 14 or younger, leaders wanted to focus more attention on the next generation. SAT-7 KIDS debuted in December 2007, and reaches seven time zones, from Morocco to Afghanistan.

In the years since, countless viewers have grown up with the channel. Marianne Awaraji Daou, a former child actor with SAT-7 KIDS, later went on to present several seasons of the live show Let's Sing Together and now hosts a marriage counseling program, From Heart to Heart, with her husband, Rawad Daou.

Launched in 1996, with its international headquarters in Cyprus, SAT-7 (www.sat7usa.org) broadcasts Christian satellite television to an audience of over 21 million people in the Middle East and North Africa. SAT-7 broadcasts in Arabic, Farsi and Turkish on five channels.

This means under the new guidance, a 25-year-old man could share the same facilities as a 15-year-old girl without her parents’ knowledge.

Feminist campaigner Julie Bindel expressed her alarm, saying: “The concern that I and many feminists have about boys invading bedrooms, tents and showers, is that disproportionately the victims of sexual violence are girls and women, and overwhelmingly, the perpetrators are boys and men.

“This signifies the end to girl-only space and the safety of girls in single-sex organisations.”

Who’s calling the shots over at the Girl Scouts? And where’s the organization headed?

The questions matter for two reasons. First, it’s cookie season. Any day now some cute little girls wearing green sashes and bright smiles will knock on your door and sweetly seek support for their projects, badges, and activities. Do you write the check or not? (Forget your craving for Thin Mints. Think rationally!) Should you support the Girl Scouts?

What’s going on? Are these merely quality control issues – or do the problems reflect an ideological divide between the Girl Scout leadership and the families they serve?

In recent years, the Girl Scouts have tacked left, and criticism has mounted – over their programs and their partnerships with America’s leading abortion provider, Planned Parenthood. (As an aside, the Scouts mislead families and churches into believing that they have no relationship with Planned Parenthood at any level; they maintain that “Girl Scouts of the USA (i.e. the national office) does not have a relationship or partnership with Planned Parenthood,” but say nothing about the many local Girl Scout councils that do partner with Planned Parenthood and its teen subsidiaries.

The Girl Scouts consistently respond as if the reported problems are small brush fires that erupt sporadically because people are careless. And they project the impression that these brush fires would die out on their own, but for the hysterical bystanders – conservatives, of course – who shriek at the first wisp of smoke.

Offensive materials? Quality control issues, that’s all.

The official spokespersons’ carefully worded statements make small concessions, hoping to blow the smoke far enough away to divert attention from the incendiary truth: the leadership of today’s Girl Scouts is driven by a liberal ideology far out of step with the families and churches that support them.

Americans tilt right, increasingly so. For the third consecutive year, according to Gallup, conservative Americans (40%) outnumbered both moderates (35%) and liberals (21%).

Interestingly, over the same three year period, the Girl Scouts lost half a million members and operated at a loss (In 2010, for example, GSUSA reported a $4.9 million loss.)

That’s a lotta people and a big chunk of change out the door.

You’d think the Girl Scouts leadership would consider a right turn or two, maybe even circle back around to their founding principles, like promoting “virtues” and “womanhood.”

But still the Scouts turn left. They can’t help themselves.

The Girl Scouts have filled their National Leadership Team and Board of Directors with unwavering ideologues whose careers, non-profit work and philanthropic choices reflect a hefty commitment to liberal causes – same-sex marriage, gay and lesbian rights, abortion rights, comprehensive sex education and ‘girl power’ feminism.

Their liberal ideology drives everything – from program materials to themes to partnerships – even their view of leadership.

It’s who they are. And it’s who the Girl Scouts organization has become.

A few examples tell the story.

A pro-abortion bias

The Girl Scouts imagines itself the “thought leader and voice for and of” American girls. But the only “voice” the Scouts hear is a liberal one. The Girl Scouts’ own research shows that the voice of American youth is strongly pro-life: just nine percent of 7th through 12th graders would advocate for abortion if a friend sought advice on an unexpected pregnancy. And only 25% believe it’s “all right” to have an abortion when a baby seriously disrupts life plans.

But the GSUSA refuses to allow pro-life advocacy to count towards badge work or program requirements, even within faith-based religious recognition programs. It’s “not an option,” they say. Yet their leadership program objectives consider advocacy for “reproductive health” in school or neighborhood as a sign that a Scout has mastered the desired advocacy skills.

In addition, the Girl Scouts’ curriculum ("Your Voice, Your World: The Power of Advocacy") instructs girls to explore five pro-abortion advocacy organizations, including the Population Council, to see “where and how they are promoting change.” Pro-life advocacy groups? None.

The pro-abortion bias reflects the core convictions of the Girl Scouts’ National Leadership Team and Board of Directors. These individuals, who frame and implement the Girl Scouts’ mission, maintain tight connections with Planned Parenthood, other abortion advocates, and foundations that support them.

Consider:

• GSUSA CEO Anna Maria Chavez collaborated* with Planned Parenthood as head of Girl Scouts of Southwest Texas; (See UPDATE).• GSUSA National President Connie Lindsey donated to the pro-abortion, pro-LGBT Chicago Foundation for Women; • GSUSA Board Member Barbara Krumsiek is the Board Chair of the Eugene and Agnes E. Meyer Foundation which funds Planned Parenthood of Metropolitan Washington; • GSUSA Board Member Monica Gil is a volunteer and former Board Member (through 2011) of the Saban Free Clinic in L.A., which provides “free and easy” birth control, emergency contraception, and abortion referrals to teens over 12, without parental notice or consent; • GSUSA Board Member and Executive Secretary Debra Nakatomi is International Commissioner to the pro-abortion World Association of Girl Guides and Girl Scouts and promoted contraceptives to Asian teens through California’s Get Real program; • Laurie Westley, GSUSA Senior Vice President of Public Policy, Advocacy & the Research Institute, previously worked for the National Women’s Political Caucus, a group dedicated to electing pro-choice women. • Joan Wagnon, the GSUSA Treasurer, Board of Directors, accepted large campaign contributions from late-term abortionist George Tiller while she was Secretary of Kansas’ Department of Revenue and praised Tiller’s “social conscience and … big heart;” • Ellen S. Fox, GSUSA Board Member from 2008 through 2011, serves on the Investment Committee of the International Planned Parenthood Federation’s Board of Directors.

For example, the "Journey" book "Your Voice Your World: The Power of Advocacy" spotlights numerous lesbians and LGBT advocates as “Voices for Good” -- role models for young Scouts.

And the 4th and 5th grade "Journeys" book, "Agent of Change," highlights author Marjane Satrapi, a young Iranian woman with “real moxie,” whose life – detailed in her comic book-style autobiography, "Persepolis" – will “inspire” Girl Scouts. But in Persepolis, Satrapi crudely discusses men’s genitalia (even with her own father), calls nuns prostitutes, gets explicit lessons about sex from a promiscuous friend, lives with eight homosexual men and attempts suicide twice. Offensive illustrations and shocking sexual dialogue complete the picture. For ten-year olds?

It gets worse.

Another "Journey" book, "GIRLtopia," encourages 9th and 10th graders, “to imagine a perfect world – for girls.” It recommends the book, "The Gate to Women’s Country," by Sheri Tepper (former Executive Director of Rocky Mountain Planned Parenthood), as a utopian journey into “a future world where women spend their lives learning and discovering lost knowledge.” That’s a deceptive gloss on a book laced with obscenities, revolting dialogue, and lewd descriptions, and which presents men as violent barbarians.

The book graphically describes women having sex with random warriors at a semi-annual Carnival, undergoing brutal, demeaning genital exams, and breeding out violence by compulsive sterilization and selective prostitution. The only good men are castrated men. This is Girl Scout utopia?

Juliette Low, the Girl Scouts’ founder, would be aghast.

Why would Girl Scout Execs and Board members approve this material?

Because they don’t find it shocking or radical at all.

It reflects their worldview – sexual promiscuity is a given and homosexuality is normal. And indeed, key players at the Girl Scouts have a history of advocating those very positions, particularly on homosexuality.

Timothy Higdon, for example, holds a pivotal position at GSUSA: as Chief of External Affairs, he oversees marketing, fundraising, advocacy, and research. Higdon’s official bio on the Girl Scout website touts his earlier work for the Army, a fundraising firm, and Amnesty International. It even mentions he’s an Eagle Scout. But it doesn’t mention that, spurred by his decision to come out as a gay man, he’s a “seasoned gay rights activist.” (For example, in 2002 he headed a Florida gay rights organization working closely with the National Gay and Lesbian Task Force.)

Other LGBT activists fill prominent GSUSA positions or Board seats. Consider GSUSA Media Spokesperson Joshua Ackley. By day, he writes the Girl Scouts’ blog. By night, he frolics in unsavory places reminiscent of his homopunk career. He’s the former lead singer of the Dead Betties, a queer band whose music videos feature masturbation, prostitution, and sexualized violence against women. Ackley’s past activism suggests he’s not likely to flinch over a sexually inappropriate book or lesbian role models. He’s not alone.

The LGBT advocates in the Girl Scouts’ inner circle help set the organization’s trajectory: GSUSA emphasizes diversity and tolerance, applauds adolescent acceptance of LGBT behavior, promotes lesbians as role models, and allies itself with the Gay, Lesbian and Straight Education Network (GLSEN).

Forget character. Think advocacy.

I opened this article with two questions. First, who’s calling the shots at the Girl Scouts? The answer: incorrigible liberals – unbending proponents of abortion, homosexuality and teen contraception.

The new “Girl Scout Leadership Experience” is less about the person a girl becomes and more about “taking action” aligned with the liberal agenda. GSUSA trains girls to be “advocates,” mini community organizers who see themselves as “agents of change,” rather than young women of virtue who exercise leadership with an eye towards “personal honor … and the public good.” (Girl Scout Mission, 1917)

Indeed, it’s hard to find the language of virtue in the Scouts’ program materials. Patriotism? Self-sacrifice? Humility? Self-control? Nope. The new Girl Scouts focus on diversity, “environmental justice” (they’ve got a whole book on it) and liberal advocacy.

But don’t expect the Scouts to ‘fess up. Though they’ve gutted the meanings of “character” and “leadership,” they continue to snow member families and sponsoring organizations (like the Catholic Church) with their institutional history as a character-building, leadership organization.

Bishops, pastors, ministers, and parents, don’t be fooled. If the Girl Scouts’ leadership – toting the same pro-abortion, pro-gay, environmentalist, feminist baggage – showed up today as a new organization and sought your sponsorship to shape girls in their image, would you say yes? I doubt it.

So…should you support today’s Girl Scouts?

My answer: a resounding “No!”

What’s yours?

NOTE: *The word “collaborated” replaces the verb “partnered” that appeared in an earlier version of this article. Although “partnered” has a range of meanings including an alliance or collaboration, the author has replaced it in order to preclude suggestion that a contractual, business partnership existed. The significance of the relationship remains, in the author’s view.

Posté le: Jeu 1 Mar - 03:55 (2018) Sujet du message: POPE TO SCOUTS : YOU ARE CALLED TO COLLABORATE IN THE PASTORAL LIFE OF THE CHURCH

POPE TO SCOUTS : YOU ARE CALLED TO COLLABORATE IN THE PASTORAL LIFE OF THE CHURCH

The ones who destroy your children : The thelema sex magic teaching of Aleister Crozley under the gnostic catholic church, the Jesuit Pope and Robert Gates, a Knight of Malta.

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ROBERT GATE LEAVES BOY SCOUTS, DEFENDS GAY ADULT POLICY

Robert Gates says the organization is well-positioned for the future after deciding to allow openly gay adult leaders in its ranks.

May 26, 2016, at 8:03 p.m.

Robert Gates Leaves Boy Scouts, Defends Gay Adult Policy U.S. Secretary of Defense from December 2006 to July 2011

As he leaves the volunteer presidency of the Boy Scouts of America, Robert Gates said the organization is well-positioned for the future after deciding to allow gay adult leaders in its ranks. Mark Zaleski/AP

By NOMAAN MERCHANT, Associated Press

DALLAS (AP) — Robert Gates became the Boy Scouts of America's president facing deep divisions within the organization's membership over whether to let gays serve openly in its ranks.

On Thursday, Gates finished his two-year term by arguing the Scouts had overcome that challenge and were ready to reverse years of membership declines.

Pope Francis met this morning with thousands of members of the Association of Italian Catholic Guides and Scouts (AGESCI) in St. Peter’s Square. In his address, the Holy Father thanked the scouts, as well as their leaders and chaplains, saying that they are “a precious part of the Church in Italy.”

“You offer an important contribution to the families in their educational mission to children, youth and young adults,” he said.

The Pope expressed his hope that the scouts may always feel as a part of the greater Christian community.

He also noted that they can bring new fervor to the evangelization and the capacity to build bridges in a society that has the “habit of building walls.”

“You are called to find ways to integrate yourselves in the pastoral care of the particular Church, establishing relationships of respect and collaboration at all levels with your bishops, with pastors and other priests, educators and members of other ecclesial associations present in the parish and in the same territory, and not be content with a ‘decorative’ presence on Sundays or major events.”

Concluding his address, Pope Francis encouraged them to continue working together with local groups in their parishes in order to foster a “richer and more complete personality.”

*This is not intended to be legal advice and is distributed for information purposes only. Check for updates at the California Department of Education website for Curriculum, Instruction and Assessment Home Schools.

Compulsory attendance – Between 6 and 18 years of age.

Kindergarten in California

California law requires a child to be six years old on or before September 1 for the 2017-18 school year and each school year thereafter to be legally eligible for first grade (EC Section 48010).

Mandatory Kindergarten bill was vetoed, not signed into law in California. Parents’ right to determine best way to educate their 5 year olds upheld. This means that if your child is not 5 years old yet on September 1st, you do not need to file any homeschooling paperwork to homeschool Kindergarten, same as in the past but the cut-off date is different this year. The exception would be if you have enrolled them in Kindergarten already and are removing the child to homeschool. If your child turned 6 on or between September 2, last year, through September 1, this year, you would file as a 1st grade homeschooler with the Private School Affidavit on or between October 1 and 15, after they turned 6 or 7. Some children born in September (2-30) may be 7 years old at that time.

Teacher certification required?– No, if the home school registers as a private school or enrolls in an independent study program with a private school. Certification is necessary only if the home school parent chooses to qualify as a private tutor.

*This is not intended to be legal advice and is distributed for information purposes only. Check for updates at your public library or follow the links on the code numbers to the sections supplied by the State of California.

33190. Every person, firm, association, partnership, or corporation offering or conducting private school instruction on the elementary or high school level shall between the first and 15th day of October of each year, commencing on October 1, 1967, file with the Superintendent of Public Instruction an affidavit or statement, under penalty of perjury, by the owner or other head setting forth the following information for the current year:

(a) All names, whether real or fictitious, of the person, firm, association, partnership, or corporation under which it has done and is doing business.

(b) The address, including city and street, of every place of doing business of the person, firm, association, partnership, or corporation within the State of California.

(c) The address, including city and street, of the location of the records of the person, firm, association, partnership, or corporation, and the name and address, including city and street, of the custodian of such records.

(d) The names and addresses, including city and street, of the directors, if any, and principal officers of the person, firm, association, partnership, or corporation.

(e) The school enrollment, by grades, number of teachers, coeducational or enrollment limited to boys or girls and boarding facilities.

(f) That the following records are maintained at the address stated, and are true and accurate:

(1) The records required to be kept by Section 48222.

(2) The courses of study offered by the institution.

(3) The names and addresses, including city and street, of its faculty, together with a record of the educational qualifications of each.

(g) Criminal record summary information has been obtained pursuant to Section 44237.

Whenever two or more private schools are under the effective control or supervision of a single administrative unit, such administrative unit may comply with the provisions of this section of behalf of each of the school under its control or supervision by submitting one report.

Filing pursuant to this section shall not be interpreted to mean, and it shall be unlawful for any school to expressly or impliedly represent by any means whatsoever, that the State of California, or any division or bureau of the department, or any accrediting agency has made any evaluation, recognition, approval, or endorsement of the school or course unless this is an actual fact.

The Superintendent of Public Instruction shall prepare and publish of list of private elementary and high schools to include the name and address of the school and the name of the school owner or administrator.

48200. Each person between the ages of 6 and 18 years not exempted under the provisions of this chapter or Chapter 3 (commencing with Section 48400) is subject to compulsory full-time education. Each person subject to compulsory full-time education and each person subject to compulsory continuation education not exempted under the provisions of Chapter 3 (commencing with Section 48400) shall attend the public full-time day school or continuation school or classes and for the full time designated as the length of the schoolday by the governing board of the school district in which the residency of either the parent or legal guardian is located and each parent, guardian, or other person having control or charge of the pupil shall send the pupil to the public full-time day school or continuation school or classes and for the full time designated as the length of the schoolday by the governing board of the school district in which the residence of either the parent or legal guardian is located.

Unless otherwise provided for in this code, a pupil shall not be enrolled for less than the minimum schoolday established by law.

48222. Children who are being instructed in a private full-time day school by persons capable of teaching shall by exempted. Such school shall, except under the circumstances described in Section 30, be taught in the English language and shall offer instruction in the several branches of study required to be taught in the public schools of the state. The attendance of the pupils shall by kept by private school authorities in a register, and the record of attendance shall indicate clearly every absence of the pupil from school for a half day or more during each day that school is maintained during the year.

Exemptions under this section shall be valid only after verification by the attendance supervisor of the district, or other person designated by the board of education, that the private school has complied with the provisions of Section 33190 requiring the annual filing by the owner or other head of a private school of an affidavit or statement of prescribed information with the Superintendent of Public Instruction. The verification required by this section shall not be construed as an evaluation, recognition, approval, or endorsement of any private school or course.

48224. Children not attending a private, full-time day school and who are being instructed in study and recitation for at least three hours a day for 175 days each calendar year by a private tutor or other person in the several branches of study required to be taught in the public schools of this state and in the English language shall be exempted. The tutor or other person shall hold a valid state credential for the grade taught. The instruction shall be offered between the hours of 8 o’clock a.m. and 4 o’clock p.m.

48415. In the case of attendance upon private school, exemption from the requirements of attendance upon compulsory continuation education shall be valid only after verification by the attendance supervisor of the district, or other person designated by the board of education, that the private school has complied with the provisions of Section 33190 requiring the annual filing by the owner or other head of a private school of an affidavit or statement of prescribed information with the Superintendent of Public Instruction.

The verification required by this section shall not be construed as an evaluation, recognition, approval, or endorsement of any private school or course.

51210. The adopted course of study for grades 1 through 6 shall include instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study:

(a) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

(c) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; the development of the American economic system including the role of the entrepreneur and labor; man’s relations to his human and natural environment; eastern and western cultures and civilizations; contemporary issues; and the wise use of natural resources.

(d) Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and on man’s place in ecological systems.

(e) Fine arts, including instruction in the subjects of art and music, aimed at the development of aesthetic appreciation and the skills of creative expression.

(f) Health, including instruction in the principles and practices of individual, family, and community health.

(g) Physical education, with emphasis upon the physical activities for the pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 school days, exclusive of recesses and the lunch period.

51220. The adopted course of study for grades 7 to 12, inclusive, shall offer courses in the following areas of study:

(a) English, including knowledge of and appreciation for literature, language, and composition, and the skills of reading, listening, and speaking.

(b) (1) Social sciences, drawing upon the disciplines of anthropology, economics, geography, history, political science, psychology, and sociology, designed to fit the maturity of the pupils. Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; instruction in our American legal system, the operation of the juvenile and adult criminal justice systems, and the rights and duties of citizens under the criminal and civil law and the State and Federal Constitutions; the development of the American economic system, including the role of the entrepreneur and labor; the relations of persons to their human and natural environment; eastern and western cultures and civilizations; human rights issues, with particular attention to the study of the inhumanity of genocide, slavery, and the Holocaust, and contemporary issues.

(2) For purposes of this subdivision, genocide may include the Armenian Genocide. The “Armenian Genocide” means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.

(c) Foreign language or languages, beginning not later than grade 7, designed to develop a facility for understanding, speaking, reading, and writing the particular language.

(d) Physical education, with emphasis given to physical activities that are conducive to health and to vigor of body and mind.

(e) Science, including the physical and biological aspects, with emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems, and with appropriate applications of the interrelation and interdependence of the sciences.

(f) Mathematics, including instruction designed to develop mathematical understandings, operational skills, and insight into problem-solving procedures.

(g) Visual and performing arts, including dance, music, theater, and visual arts, with emphasis upon development of aesthetic appreciation and the skills of creative expression.

(h) Applied arts, including instruction in the areas of consumer and homemaking education, industrial arts, general business education, or general agriculture.

(i) Career technical education designed and conducted for the purpose of preparing youth for gainful employment in the occupations and in the numbers that are appropriate to the personnel needs of the state and the community served and relevant to the career desires and needs of the pupils.

(j) Automobile driver education, designed to develop a knowledge of the provisions of the Vehicle Code and other laws of this state relating to the operation of motor vehicles, a proper acceptance of personal responsibility in traffic, a true appreciation of the causes, seriousness and consequences of traffic accidents, and to develop the knowledge and attitudes necessary for the safe operation of motor vehicles. A course in automobile driver education shall include education in the safe operation of motorcycles.

(k) Other studies as may be prescribed by the governing board.

51220.5.

(a) The Legislature finds and declares the following:

(1) The family is our most fundamental social institution and the means by which we care for, prepare, and train our children to be productive members of society.

(2) Social research shows increasingly that the disintegration of the family is a major cause of increased welfare enrollment, child abuse and neglect, juvenile delinquency, and criminal activity.

(3) The lack of knowledge of parenting skills and the lack of adequate preparation to assume parental responsibilities are not only major causes of family disintegration, but also contribute substantially to the disastrous consequences of teen pregnancy.

(4) Because the state government bears much of the economic and social burden associated with the disintegration of the family in California, the state has a legitimate and vital interest in adequately preparing its residents for parenthood.

(b) The Legislature recognizes that the public education system is the most efficient and effective means to educate the populace on a large-scale basis,, and intends, therefore, to use the public education system to ensure that each California resident has an opportunity to acquire knowledge of parenting skills prior to becoming a parent. That knowledge should include, at a bare minimum, all of the following:

(1) Child development and growth.

(2) Effective parenting.

(3) Prevention of child abuse.

(4) Nutrition.

(5) Household finances and budgeting.

(6) Personal and family interaction and relations.

(7) Methods to promote self-esteem.

(8) Effective decision making skills.

(9) Family and individual health.

(c) Commencing with the 1995-96 fiscal year, the adopted course of study for grade 7 or 8 shall include the equivalent content of a one-semester course in parenting skills and education. All pupils entering grade 7 on or after July 1, 1995, shall be offered that course or its equivalent content during grade 7 or 8, or both. On or before January 1, 1995, the State Department of Education shall supply, to each school district that includes a grade 7 or 8, a sample curriculum suitable either for implementation as a stand-alone one-semester course or for incorporation within identified existing required or optional courses, with content designed to develop a knowledge of topics including, but not limited to, all of the following:

(1) Child growth and development.

(2) Parental responsibilities.

(3) Household budgeting.

(4) Child abuse and neglect issues.

(5) Personal hygiene.

(6) Maintaining healthy relationships.

(7) Teen parenting issues.

(8) Self-esteem.

A district that implements the curriculum set forth in this subdivision in a stand-alone required course may exempt a pupil from the course if the pupil requests the exemption and satisfactorily demonstrates mastery of the course content. The district shall determine the method by which a pupil may demonstrate this mastery.

(d) Commencing with the 1993-94 fiscal year, community college districts may offer, to interested, individuals, noncredit fee-supported courses in parenting skills and education as described in subdivision (c).

(e) This section is not intended to replace existing courses that accomplish the intent of this section. School districts may meet the requirements of this section with existing courses of study offered in any of grades 6 to 9, inclusive, that includes the course contents identified in subdivision (c). When the parenting skills and education curriculum is incorporated within courses other than consumer and home economics courses, these courses are not subject to the curricular standards specified in Section 2 of Chapter 775 of the Statutes of 1989 or in the consumer and home economics education model performance standards and framework. Teachers of courses other than consumer and home economics that incorporate parenting skills and education are not required to meet the qualifications specified for teachers of consumer and home economics.

(f) This section shall become operative only if a funding source is identified by the Superintendent of Public Instruction for the purposes of this section on or before January 1, 1995.

(g) The Superintendent of Public Instruction shall identify the funding source for this section from existing resources or private resources, or both, that may be available for the purposes of this section. The superintendent shall notify school districts when sufficient funds have been identified and are allocated to cover all costs relating to the operation of this section.

51221. Instruction required by subdivision (b) of Section 51220 in the area of study of social sciences shall also provide a foundation for understanding the wise use of natural resources.

51225.3.

(a) A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:

(1) At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:

(A) Three courses in English.(B) Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.(C) Two courses in science, including biological and physical sciences.(D) Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics.(E) One course in visual or performing arts, foreign language, or, commencing with the 2012–13 school year, career technical education.

(i) For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.

(ii) For purposes of this subparagraph, “a course in career technical education” means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.

(iii) This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.

(iv) If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:

(I) The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.

(II) The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (m) of Section 48980.

(III) The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.

(F) Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of this code.

(2) Other coursework as the governing board of the school district may by rule specify.

(b) The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

(b) was pointed out by Wes Beach:

In instances where schools refuse to accept credit from homeschools, it might be productive to ask, “What alternative ways do you allow for meeting requirements?” And even, “Might we become actively involved in expanding your policy?” This section does not require schools to allow anything specific, but it does require that they allow some alternate ways of meeting their requirements. It’s my best guess that some school administrators are unaware of this provision of the Ed. Code, and that some districts either do not have such a policy or keep it hidden.

Wes Beach

51745.

(a) Commencing with the 1990-91 school year, the governing board of a school district or a county office of education may offer independent study to meet the educational needs of pupils in accordance with the requirements of this article. Educational opportunities offered through independent study may include, but shall not be limited to, the following:

(1) Special assignments extending the content of regular courses of instruction.

(2) Individualized study in a particular area of interest or in a subject not currently available in the regular school curriculum.

(3) Individualized alternative education designed to teach the knowledge and skills of the core curriculum. Independent study shall not be provided as an alternative curriculum.

(4) Continuing and special study during travel.

(5) Volunteer community service activities that support and strengthen pupil achievement.

(b) Not more than 10 percent of the pupils participating in an opportunity school or program, or a continuation high school, calculated as specified by the State Department of Education, shall be eligible for apportionment credit for independent study pursuant to this article.

(c) An individual with exceptional needs, as defined in Section 56026, shall not participate in independent study, unless his or her individualized education program developed pursuant to Article 3 (commencing with Section 56340) of Chapter 4 of Part 30 specifically provides for that participation.

(e) No course included among the courses required for high school graduation under Section 51225.3 shall be offered exclusively through independent study.

51747.3.

(a) Notwithstanding any other law, a local educational agency, including, but not limited to, a charter school, shall not claim state funding for the independent study of a pupil, whether characterized as home study or otherwise, if the local educational agency has provided any funds or other thing of value to the pupil or his or her parent or guardian that the local educational agency does not provide to pupils who attend regular classes or to their parents or guardians. A charter school shall not claim state funding for the independent study of a pupil, whether characterized as home study or otherwise, if the charter school has provided any funds or other thing of value to the pupil or his or her parent or guardian that a school district could not legally provide to a similarly situated pupil of the school district or to his or her parent or guardian.

Revised law, 51747.3, will be operative January 1, 2018.

California Private School Affidavit – A to Z Home’s Cool HomeschoolingIn California, families can legally homeschool their children by establishing a private school in their home and complying with the private school requirements of the California Education Code. Parents who have established a home-based private school cannot be prosecuted for truancy.

Private School Satellite Programs | Public ISPsOnline Support | Support Groups | Support Group Lists

A to Z Home's Cool, since 1997, has been the premiere destination site for those researching homeschooling, those who have decided to homeschool and are now looking for new homeschool groups and friends, as well as for families looking for free and low-cost educational materials for their children, homeschooled or not. Also known fondly as "A2Z Homeschool" we have been expanding into social networking and mobile sites. We are adding complete homeschool resources into our site for those who wish to pick and choose their homeschool curriculum freely. We are a religion-neutral homeschool site. We help you understand all the options available in the world of homeschooling.

Maryland — Under the guise of preventing child abuse, lawmakers in Maryland have introduced a bill that will allow the state to intrude in the lives of innocent families, keeping tabs on them, and destroying their right to privacy.

The bill, HB 1798 – County Boards of Education – Home Instruction Program – Observation of Instruction and Reporting of Abuse and Neglect, lays out some fairly ominous requirements that will persecute otherwise entirely innocent families for doing nothing other than teaching their children at home.

According to the bill’s text, it will establish grounds for parents to essentially register with the state and be subject to some of the same constraints as the public education system. But that is only the beginning. This bill also lays out the framework for involuntary home inspections in which state agents will enter a family’s home multiple times a year—likely unannounced—and observe and inspect the homeschooling process.

Citation:

This bill would require parents to annually inform their county school boards of their homeschool child’s primary instructor and of the primary location where homeschooling is taking place each year. Furthermore, in order to legally homeschool in the state of Maryland, parents would be required to allow a representative of the county board to observe instruction at the family’s primary homeschooling location at least twice a year. Finally, this bill would require county school board employees who observe a family’s instruction and who believe a homeschool child has been subjected to abuse or neglect to report their suspicion to the proper authorities.

This bill, like the similar one proposed in California last month, was a reaction to the horrific scene that unfolded in mainstream media in the case of David and Louise Turpin. The couple is facing 12 counts of torture after police learned that their 13 children were severely malnourished, forced to stay chained to their beds, and living in horrific conditions, among other forms of torture that have been ongoing for several years.

Because they were registered homeschoolers, the state is now blaming all homeschoolers.

Instead of realizing the problem of child abuse has nothing at all to do with homeschooling, lawmakers across the country are using this moment to demonize parents who wish to teach their children outside of the state.

When asked why he proposed the bill, HB 1798’s cosponsor, Delegate Frant Turner said it was in response to “recent news about homeschoolers,” indicating that he is also exploiting this tragedy to push for more government control.

As TFTP reported last month, lawmakers in the state of California are now pushing for families who homeschool their children to be subject to involuntary home visits from state employees—treating those parents with the same oversight and involvement that they would give parents who have abused their children—just like Maryland wants to do.

The new regulations could consist of forced meetings with child protective services and other government agencies, which would leave the burden on the parents to prove to the government that they are fit to be parents who homeschool their children, according to the state’s guidelines.

The audacity of the state to require that your children be inspected by them to prove that you are not guilty of child abuse is stunning and speaks to the nature of the cradle to grave mentality of the almighty controllers.

As the Washington Examiner reported, if this increase in government oversight becomes law, it would “reduce the valid legal option of homeschooling from a fundamental parental right, to direct the education and school choice for children, to compelled consent to government intrusion upon the sanctity and privacy of the home and school choice.”

Currently, only about 3.4% of children ages 5 – 17 are homeschooled in the United States. Also, studies have shown that homeschooled children typically outperform their peers from both private and public schools.

Homeschooling allows for a child to maximize their potential to become creative, adaptive, free thinkers. This, in turn, creates people who are not conditioned to think within the limited confines of an archaic and crumbling system, but who are capable of adapting and applying new thoughts, ideas, and solutions to any situation encountered.

The flexibility of being able to cater education to a particular learning style, as well as a child’s particular interests, enables valuable insight.

This insight and creativity, however, is a danger to the status quo. If the state is unable to indoctrinate the entire population into believing in a certain system, people begin questioning that system. When people question the system—instead of simply blaming it on the other party—the state loses its control. When the state loses its control, they lose their power, their ability to extract wealth from masses, and their support for spreading empire.

Freethinkers are a danger to the empire. And whether or not the lawmakers in California and Maryland will admit it, violating the rights of homeschoolers is not in the interest of public safety. It is in the interest of self-preservation.

A student at Indiana University of Pennsylvania claims that he has been barred from a religious studies class he needs to graduate this May and asked to apologize after voicing his belief that there are only two biological genders.

Last week, IUP student Lake Ingle took to his Facebook page to let his disbelief be known. He is being punished, he wrote, by the university for his response after the professor of his class on "self, sin and salvation" showed a TED Talks video featuring transgender woman Paula Stone Williams.

Ingle detailed his "best and fairest" account of the incident that transpired after Dr. Alison Downie showed the video to the class on Feb. 28, in a now-deleted Facebook post.

"On Wednesday, February 28th, in one of my major-required courses, the instructor played a 'Ted-Talk' during which a transgender woman discussed her previous experiences of manhood as well as her current experiences of womanhood," Ingle wrote. "During her speech, she gave accounts of things such as 'mansplaining', 'male-privilege', and 'sexism' and deemed them systemic. She also alluded to the REALITY of the gender wage gap, stating women '...work twice as hard for half as much.'"

After the video ended, Downie opened the floor for a discussion on "mansplaining," male privilege, sexism and the gender wage gap and allowed only women to voice their thoughts first.

Ingle stated that after about 30 seconds of silence, he voiced his objection to the "use of one person's anecdotal accounts of the previously mentioned experiences as fact."

"I also took this opportunity to point out the official view of biologists who claim there are only two biological genders, as well as data from entities such as The Economist on the gender wage gap and how the claims made in the video were far from the empirically supported evidence," Ingle wrote. "I then objected to the instructor's, as well as the Religious Studies Dept.'s misuse of intellectual power, of which I have become familiar over the past few semesters."

"It was at this point others in the class entered the discussion," he added. "Class proceeded normally, thereon."

According to Ingle, he met with the instructor the next morning to discuss class project he is working on. During that meeting, Ingle wrote that he was presented with an "Academic Integrity Referral Form and Documented Agreement."

The form alleges that Ingle had a "disrespectful objection to the professor's class discussion structure." It also accused the student of talking out of turn and of having "angry outbursts in response to being required to listen to a trans speaker discuss the reality of white male privilege and sexism."

Additionally, Ingle was accused of making "disrespectful references to the validity of trans identity and experience."

The form also called for him to issue an apology in front of the class on March 8 for each of the "disrespectful behaviors" described by the professor. The form states that after giving his apology, Ingle would have had to "listen in silence" as students in the class share how they felt during Lake's "disruptive outbursts."

Ingle denied the professor's claims in his Facebook post.

"Though the documents attached present a narrative of disrespect, disruption, anger, and intolerance — I can assure you that nothing is further from the truth," Ingle said.

The Christian Post reached out to IUP for clarification about Ingle's alleged "angry outbursts." However, a university spokesperson told CP that no comment could be provided because of the Family Educational Rights and Privacy Act as it pertains to student education records.

Ingle wrote in his post that he received a second document that lists further details of the violation.

"After these documents were handed to me, I read them carefully several times. I asked for one line to be revised and was answered with 'no' and was told it was the instructor's job to recount what took place, not mine," he wrote. "I then commented on the total misuse of intellectual power in a university setting, at which point I was asked to leave."

The next morning on March 2, Ingle received a letter from Provost Timothy Moreland telling him that he is barred from attending the class and barred from speaking with Downie until the charges against him have been adjudicated.

"[T]he wording in the documents below is not only exaggerated, but more than one line is entirely untruthful and is done so purposefully to discredit my views and paint me as intolerant and ignorant," Ingle said. "THE FACTS ARE: I did not object to the views of the speaker (Paula Stone). Rather, I objected to its misuse as hard evidence to support the 'reality' of phenomena that are not only a matter of opinion, but also empirically unsupported (wage gap statistics)."

"It is my belief that the instructor's decision to file these sanctions is an attempt to bully me into redacting my views, making it a matter of free speech," he continued. "I will be battling the university, as well as my instructor, to ensure I am not permanently removed from the class, which would mean my inability to graduate as scheduled this May."

Ingle is subject to a hearing before the school's Academic Integrity Board. The ruling from the hearing will be announced on March 19.

In another Facebook post, Ingle explained that he was advised to remove the initial Facebook post detailing the situation with the school after he received legal counsel

Brainswash by the Jesuit system who control the educational system, your kids, this new generation of millenial, the young children who more and more embrase the spiritism new/old religion will become your nightmare and your enemy, believing this world without arms will become more secure but they don't see all the military powers who now is prepare to destroy them all.